Spontaneous focusing on numerosity and the arithmetic advantage

By Sophie Batchelor, Matthew Inglis, Camilla Gilmore. 2015

79 citations recorded by the source corpus.

Abstract Children show individual differences in their tendency to focus on the numerical aspects of their environment. These individual differences in ‘Spontaneous Focusing on Numerosity’ (SFON) have been shown to predict both current numerical skills and later mathematics success. Here we investigated possible factors which may explain the positive relationship between SFON and symbolic number development. Children aged 4–5 years ( N  = 130) completed a battery of tasks designed to assess SFON and a range of mathematical skills. Results showed that SFON was positively associated with children's symbolic numerical processing skills and their performance on a standardised test of arithmetic. Hierarchical regression analyses demonstrated that the relationship between SFON and symbolic mathematics achievement can be explained, in part, by individual differences in children's nonsymbolic numerical processing skills and their ability to map between nonsymbolic and symbolic representations of number.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/31d9ae23322c5afb4a6e21f552d0b10307af7075

How researchers see this paper

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In Education

1. Daniel Ansari
2. Rebecca Merkley
3. R. Vukovic
4. Vinod Menon
5. Robert S. Siegler
6. Steve Chinn

In Statistics and Probability

1. Daniel Ansari
2. Rebecca Merkley
3. R. Vukovic
4. Vinod Menon
5. Robert S. Siegler
6. Steve Chinn

Citations in the corpus

• Why numerical symbols count in the development of mathematical skills: evidence from brain and behavior (2016, methodology): “, matching numerals to corresponding quantities) task were also entered into the model [33].”